A comparative study of African American and European American ethnic identity   总被引：1，自引：0，他引：1  

Linda Kathryn Larkey  Michael L. Hecht 《Int J Intercult Relat》1995,19(4)

Differences between African Americans and European Americans were examined to find how ethnic identity salience was enacted in interethnic conversations, A sample of 126 African Americans and 78 European Americans was recruited from the community using a snowball sampling method. First, different factor structures for the two groups indicated that African Americans conceptualize sociocultural and political identity as separate constructs while European Americans express a singular and social definition of ethnic identity and experience less identity salience than African Americans. Secondly, although our sample is small, those who used the label “African American” expressed greater political ethnic identity salience than those who used the label “Black”. This finding is consistent with others' research indicating a continuing trend toward a positive political posture for African Americans. Third, ethnic identity was found to be negatively related to interethnic communication satisfaction for European Americans. Stronger European American ethnic identity was related to less satisfying interethnic conversational outcomes in less intimate relationships. Ethnic identity salience showed no significant relationship to interethnic conversational outcomes for European Americans communicating with friends nor for African Americans no matter the relational distance.  相似文献   

Effects of extrinsic rewards on children's subsequent intrinsic interest   总被引：1，自引：0，他引：1  

D Greene  M R Lepper 《Child development》1974,45(4):1141-1145

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Implications for evaluating abused children: An independent study of the frequency of abused children referred to and enrolled in special education classes in a major Southeastern United States metropolitan area     

Kathryn B. Coon  Frances W. Beck  Robert C. Coon 《Child abuse & neglect》1980,4(3):153-156

This study investigated the frequency with which a group of identified child abuse victims in a single year appeared in independently gathered school records as manifesting developmental difficulties. Records from school entry were studied to determine the frequency of school behavioral problems, suspensions, and referral to special education consideration. This procedure based on independent and previously existing records yielded substantially lesser evidence of problems and handicapping conditions than those reported in the literature.  相似文献   

Politics,Identity, and College Protest: Then and Now     

Kathryn Lynn Weiland  Amilcar Guzman  KerryAnn O'Meara 《About Campus》2013,18(2):2-9

Kathryn Lynn Weiland, Amilcar Guzman, and KerryAnn O'Meara explore historical and contemporary student protest movements at three academic institutions and provide suggestions to educators on how to support students (and their learning) through their protest activities.  相似文献   

PULSE Vision & Change Rubrics     

Karen M. Aguirre  Teresa C. Balser  Thomas Jack  Katherine E. Marley  Kathryn G. Miller  Marcy P. Osgood  Pamela A. Pape-Lindstrom  Sandra L. Romano 《CBE life sciences education》2013,12(4):579-581

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Teaching Six Sigma to Undergrads: A Simplified Real Project Approach     

Kathryn M. Zuckweiler 《Decision Sciences Journal of Innovative Education》2011,9(1):137-142

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Striving 2.0: Faculty Collaboration and Advocacy as Strategies for Overcoming Post-Striving Organizational Priorities     

Fernández  Kathryn A.  Shank  Julie H.  Klein  Carrie  Lester  Jaime 《Innovative Higher Education》2022,47(5):735-754

Innovative Higher Education - A case study at a large, public research university was conducted to understand how post-striving environments, defined by those universities that achieved very high...  相似文献   

Can anatomists teach living anatomy using ultrasound as a teaching tool?          下载免费PDF全文

Rosalyn A. Jurjus  Kathryn Dimorier  Kirsten Brown  Frank Slaby  Hamid Shokoohi  Keith Boniface  Yiju Teresa Liu 《Anatomical sciences education》2014,7(5):340-349

The utilization of bedside ultrasound by an increasing number of medical specialties has created the need for more ultrasound exposure and teaching in medical school. Although there is a widespread support for more vertical integration of ultrasound teaching throughout the undergraduate curriculum, little is known about whether the quality of ultrasound teaching differs if performed by anatomists or clinicians. The purpose of this study is to compare medical students' evaluation of ultrasound anatomy teaching by clinicians and anatomists. Hands‐on interactive ultrasound sessions were scheduled as part of the gross anatomy course following principles of adult learning and instructional design. Seven teachers (three anatomists and four clinicians) taught in each session. Before each session, anatomists were trained in ultrasound by clinicians. Students were divided into groups, rotated teachers between sessions, and completed evaluations. Results indicated students perceived the two groups as comparable for all factors except for knowledge organization and the helpfulness of ultrasound for understanding anatomy (P < 0.001). However, results from unpaired samples t‐tests demonstrated a nonstatistically significant difference between the groups within each session for both questions. Moreover, students' test performance for both groups was similar. This study demonstrated that anatomists can teach living anatomy using ultrasound with minimal training as well as clinicians, and encourage the teaching of living anatomy by anatomists in human anatomy courses using ultrasound. Repeating this study at a multicenter level is currently being considered to further validate our conclusion. Anat Sci Educ 7: 340–349. © 2013 American Association of Anatomists.  相似文献   

Modeling and measuring epistemic cognition: A qualitative re-investigation     

Jeffrey A. Greene  Seung B. Yu 《Contemporary educational psychology》2014

Since Perry first proposed that students’ beliefs about knowledge and knowing were an important aspect of learning, there has been a proliferation of models of epistemic cognition, and empirical studies of how epistemic cognition relates to learning. Unfortunately, the dominant means of measuring epistemic cognition, self-report instruments, have numerous psychometric problems. These problems prompted us to return to interview methods used by Perry and other seminal researchers, to investigate the degree to which current epistemic cognition models aligned with novices’ and experts’ cognition. Using an exploratory, multiple case qualitative design, we interviewed middle school students and university professors from two domains, biology and history. We found numerous ways in which the current conceptualizations and measures of beliefs about knowledge and knowing may need to be altered. Our recommendations range from the revision of item wordings to a complete rethinking of the very idea of domain-specificity in epistemic cognition research.  相似文献   

The assessment of adolescent female athletes using standing and reactive long jumps     

Mark P. Moresi  Elizabeth J. Bradshaw  David Greene  Geraldine Naughton 《Sports biomechanics / International Society of Biomechanics in Sports》2013,12(2):73-84

The aim of this study was to evaluate the reliability of two long jump tasks and their ability to predict 10 m sprint performance in elite adolescent female athletes. Eight junior national-level female track and field athletes completed three standing (SLJ) and reactive long jumps (RLJ) on portable force plates, followed by three 10 m sprints. Intra-class correlation coefficients (ICC) and coefficients of variation (CV) were calculated to examine reliability. Linear regression results identified the best predictor of average and best 10 m sprint time from the jump kinematic and kinetic measures. The ICCs and CVs indicated good reliability for the majority of kinetic measures however, better reliability was reported for the SLJ. The SLJ was a good predictor of best and average 10 m sprint time, with average horizontal power the best predictor of performance (best; R ² = 0.751, p = 0.003, Standard Error of Estimate (SEE)% = 2.2 average; R ² = 0.708, p = 0.005, SEE% = 2.5).  相似文献